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Band 6+: the table illustrates the proportion of pupils four secondary school types.

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The image presents a table titled "Secondary School Attendance" displaying the proportions of pupils attending four school types in 2000, 2005, and 2009: Specialist Schools with 12%, 11%, 10%; Grammar Schools with 24%, 19%, 12%; Voluntary-controlled Schools with 52%, 38%, 20%; Community Schools with 12%, 32%, 58%, respectively.

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The table compares the percentage of puplis attending four secondary school types in 2000, 2005, and 2009.

Overall, it is clear that the highest outcome was shown by Voluntary-controlled Schools from 2000 to 2005, however, in 2009, Community School took first place. While, the lowest figure was Specialist Schools over period.

In 2000, Specialist Schools stood at 12 percent, whereas Grammar Schools was twice as many as Specialist Schools. After 5 years, both categories schools fell to 11 and 19 percent respectevily. Furthermore, in 2009, falling trend did not stop. Specialist Schools reach 10 percent, while Grammar Schools downroad by 7 percent and achieved 12 percent.

By contrast, Voluntary-controlled Schools accounted to 52 percent and Community Schools stood at 12 percent by 2000. In 2005, Voluntary-controlled Schools fell to 38 percent, while Community Schools increased by 20 percent and reached 32 percent. In 2009, Voluntary-controlled Schools decreased from 38 to 20 percent, whereas Community Schools sharply rose to 58 percent.

Word Count: 160

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Overall Band Score

(+/- 0.5)

Vocabulary Complexity:
B1 - Intermediate
Using more sophisticated words could be beneficial.

Grammar Mistakes: N/A

Vocabulary Repetition:

schools: 14

percent: 11

voluntary-controlled: 4

community: 4

specialist: 4

while: 3

Try using synonyms for the above words

Task Response

The report effectively addresses the task by providing a clear overview and highlighting the key trends and comparisons between the four school types. The data is presented logically, and the distinction between the declining trends (Specialist and Grammar schools) and the shifting dominance between Voluntary-controlled and Community schools is well-made. To improve, ensure more consistent use of grammatical structures when describing trends (e.g., 'Grammar Schools fell' instead of 'Grammar Schools was') and refine some word choices to enhance precision and academic tone.

Coherence & Cohesion

The report is organized into logical paragraphs, and the progression of information is generally easy to follow. However, there are issues with cohesive devices and sentence structure. For example, the use of 'While,' at the start of a sentence fragment disrupts the flow. Additionally, some transitions between sentences feel a bit abrupt. To improve, ensure that subordinating conjunctions like 'while' or 'whereas' are used to connect clauses within a single sentence rather than starting a new sentence with them. Work on using a wider variety of linking words to create a smoother transition between the comparison of different school types.

Lexical Resource

The vocabulary used is adequate for describing trends (e.g., 'fell', 'increased', 'sharply rose'), but there are several spelling errors ('puplis', 'respectevily') and some awkward phrasing ('downroad by 7 percent', 'accounted to'). The term 'outcome' is also not the most appropriate word for describing statistical proportions in this context. To reach a higher band, aim for greater precision in word choice and ensure that all technical terms and data descriptions are spelled correctly. Using more sophisticated synonyms for 'increase' and 'decrease' would also enhance the lexical range. Pay attention to vocabulary repetition to improve the overall score.

Grammatical Range & Accuracy

The report demonstrates a mix of simple and complex structures, but grammatical errors are frequent and occasionally impede clarity. There are issues with subject-verb agreement (e.g., 'Grammar Schools was'), tense consistency (e.g., 'Specialist Schools reach' instead of 'reached'), and sentence fragments. There are also errors in prepositional usage (e.g., 'accounted to' instead of 'accounted for'). To improve, focus on mastering subject-verb agreement and ensuring that all verbs used to describe past data are consistently in the past tense. Practicing the construction of complex sentences will help reduce the occurrence of fragments.

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Band 6+: the table illustrates the proportion of pupils four secondary school types.

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the table illustrates the proportion of pupils four secondary school types.

the table illustrates the proportion of pupils four secondary school types.

the table illustrates the proportion of pupils four secondary school types.

the table illustrates the proportion of pupils four secondary school types.

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